Harry Potter and the terrors of the toilet
- Authors: Mills, Alice
- Date: 2006
- Type: Text , Journal article
- Relation: Childrens Literature in Education Vol. 37, no. 1 (2006), p. 1-13
- Full Text:
- Reviewed:
- Description: The Harry Potter series focuses upon the toilet as a site for heroic action and a threshold between worlds as well as a more traditional place for boys to be bullied and girls to weep. This article offers a Kristevan reading of the toilets as abject in Harry Potter, and shows how this concept helps us make sense of wider issues within the series, especially Harry's uneasy relation to the maternal. © 2006 Springer Science+Business Media, Inc.
- Description: C1
- Description: 2003002843
Same-sex sexuality and childhood gender non-conformity : A spurious connection
- Authors: Gottschalk, Lorene
- Date: 2003
- Type: Text , Journal article
- Relation: Journal of Gender Studies Vol. 12, no. 1 (Mar 2003), p. 35-50
- Full Text:
- Reviewed:
- Description: Biological and hormonal theories of same-sex sexuality are usually based upon an assumption of congenital gender inversion, that is, that a lesbian is in some way masculinised and a gay man in some way feminised. Commonly, and also because of the assumption of biology, such evidence of gender inversion is sought in childhood. In this paper I present a challenge to the theory that childhood gender non-conformity is associated with homosexuality, noting in particular that discussions of gender non-conformity and 'homosexuality' do not attempt to explain the experiences of heterosexual women. By demonstrating that childhood gender non-conformity has been wrongly associated with same-sex sexuality and posing an alternative explanation for childhood gender non-conformity, it is my intention to present a challenge to the theory that same-sex sexuality is related to congenital gender inversion.
- Description: C1
- Description: 2003000601
- Authors: Gottschalk, Lorene
- Date: 2003
- Type: Text , Journal article
- Relation: Journal of Gender Studies Vol. 12, no. 1 (Mar 2003), p. 35-50
- Full Text:
- Reviewed:
- Description: Biological and hormonal theories of same-sex sexuality are usually based upon an assumption of congenital gender inversion, that is, that a lesbian is in some way masculinised and a gay man in some way feminised. Commonly, and also because of the assumption of biology, such evidence of gender inversion is sought in childhood. In this paper I present a challenge to the theory that childhood gender non-conformity is associated with homosexuality, noting in particular that discussions of gender non-conformity and 'homosexuality' do not attempt to explain the experiences of heterosexual women. By demonstrating that childhood gender non-conformity has been wrongly associated with same-sex sexuality and posing an alternative explanation for childhood gender non-conformity, it is my intention to present a challenge to the theory that same-sex sexuality is related to congenital gender inversion.
- Description: C1
- Description: 2003000601
Identity and ownership : Since I came to work at dal I don’t have a disability
- Authors: Marks, Genee
- Date: 2006
- Type: Text , Journal article
- Relation: The International Journal of Diversity in Organisations, Communities and Nations Vol. 6, no. 5 (2006), p. 107-124
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- Reviewed:
- Description: Corio Bay Innovators, trading as dal Gourmet Cafe and Catering, is an innovative supported training and employment service that operates a gounnet catering service and two retail cafes in Geelong. Currently, dal has around forty staff who receive federal or state disability funding, and about half as many support staff. Rather than being seen as an agency providing supported employment, dal is regarded as a successful and competitive business that is very popular locally, and is in demand in the hospitality sector. Yet dals primary purpose is not the friendly service, great atmosphere, and delicious food, but the creation of a range of innovative employment opportunities in a caring work environment for adults who have been labeled as having disabilities. Most significant, however, is the extremely strong emphasis on inclusion in the local community, in combination with an actively supportive and empowering workplace. Staff at dal have voted that they do not want to be labelled as having disabilities but to have it noted that they have special needs. While the choice of such termninology may not necessarily be in line with current "politically correct" discourse, it is a choice that is respected at dal. It is a description worn with pride in difference and collective identification adopted by Other oppressed communities and acknowledged by Meekosha (2000) and Barton (2003). While exploring dal as a model of best practice in training young people for the hospitality industry, this paper will explore the conflicts raised by contrasts between the voices ofthe staffat dal and the discourses of educators and trainers, in an attempt to develop a sustainable model for the future.
- Description: C1
- Description: 2003002384
- Authors: Marks, Genee
- Date: 2006
- Type: Text , Journal article
- Relation: The International Journal of Diversity in Organisations, Communities and Nations Vol. 6, no. 5 (2006), p. 107-124
- Full Text:
- Reviewed:
- Description: Corio Bay Innovators, trading as dal Gourmet Cafe and Catering, is an innovative supported training and employment service that operates a gounnet catering service and two retail cafes in Geelong. Currently, dal has around forty staff who receive federal or state disability funding, and about half as many support staff. Rather than being seen as an agency providing supported employment, dal is regarded as a successful and competitive business that is very popular locally, and is in demand in the hospitality sector. Yet dals primary purpose is not the friendly service, great atmosphere, and delicious food, but the creation of a range of innovative employment opportunities in a caring work environment for adults who have been labeled as having disabilities. Most significant, however, is the extremely strong emphasis on inclusion in the local community, in combination with an actively supportive and empowering workplace. Staff at dal have voted that they do not want to be labelled as having disabilities but to have it noted that they have special needs. While the choice of such termninology may not necessarily be in line with current "politically correct" discourse, it is a choice that is respected at dal. It is a description worn with pride in difference and collective identification adopted by Other oppressed communities and acknowledged by Meekosha (2000) and Barton (2003). While exploring dal as a model of best practice in training young people for the hospitality industry, this paper will explore the conflicts raised by contrasts between the voices ofthe staffat dal and the discourses of educators and trainers, in an attempt to develop a sustainable model for the future.
- Description: C1
- Description: 2003002384
It's our turn - young people 'tilting' the neoliberal turn
- Smyth, John, Robinson, Janean, McInerney, Peter
- Authors: Smyth, John , Robinson, Janean , McInerney, Peter
- Date: 2014
- Type: Text , Journal article
- Relation: Journal of Youth Studies Vol. 17, no. 4 (2014), p. 492-509
- Relation: http://purl.org/au-research/grants/arc/LP100100045
- Full Text:
- Reviewed:
- Description: Education is an important and defining element in young people's lives. When conceived properly, it has the potential to transform opportunities and life chances. It hardly comes as news that in recent times the authors have witnessed the inappropriate intrusion into education of notions of school reform that while they might arguably be in the national economic interest, are highly questionable from the vantage point of young people. In this paper, the authors present some counter-narratives from a group of young Australians who have 'disengaged' or been 'shoved' out of school and who resumed learning under a very different set of conditions to those that exiled them. Through the comments from young people, the authors construct an account of how they came to be categorised as 'at-risk' in the first place, what this pathologising meant to them, and how an alternative approach that invested them with power enabled a more positive identity formation to occur. Notwithstanding its altruistic intent and more humane approach, the authors remain unconvinced on the larger question of 're-engagement to where?' for these young people, and whether the fundamentals have been sufficiently unsettled to enable them a different trajectory.© 2013 Taylor & Francis. Funding: ARC
- Authors: Smyth, John , Robinson, Janean , McInerney, Peter
- Date: 2014
- Type: Text , Journal article
- Relation: Journal of Youth Studies Vol. 17, no. 4 (2014), p. 492-509
- Relation: http://purl.org/au-research/grants/arc/LP100100045
- Full Text:
- Reviewed:
- Description: Education is an important and defining element in young people's lives. When conceived properly, it has the potential to transform opportunities and life chances. It hardly comes as news that in recent times the authors have witnessed the inappropriate intrusion into education of notions of school reform that while they might arguably be in the national economic interest, are highly questionable from the vantage point of young people. In this paper, the authors present some counter-narratives from a group of young Australians who have 'disengaged' or been 'shoved' out of school and who resumed learning under a very different set of conditions to those that exiled them. Through the comments from young people, the authors construct an account of how they came to be categorised as 'at-risk' in the first place, what this pathologising meant to them, and how an alternative approach that invested them with power enabled a more positive identity formation to occur. Notwithstanding its altruistic intent and more humane approach, the authors remain unconvinced on the larger question of 're-engagement to where?' for these young people, and whether the fundamentals have been sufficiently unsettled to enable them a different trajectory.© 2013 Taylor & Francis. Funding: ARC
Managed identities : How do Australian university students who stutter negotiate their studies?
- Authors: Meredith, Grant
- Date: 2019
- Type: Text , Thesis , PhD
- Full Text:
- Description: Previous social research focused on people who stutter has problematised and largely ignored the experiences of university students who stutter, relying heavily upon surveys of teachers and peers while almost ignoring the authentic voices of students who stutter. Using a novel bricolage approach incorporating autoethnography, this project posed the question: “How do students who stutter negotiate their university experiences in Australia?” In 2008, a unique, web-based audit of 39 Australian public universities concluded that little publicly accessible information about stuttering support services was available for prospective university students. In many ways, stuttering is absent from disability classifications and service systems in higher education. An online survey of 102 Australian university students who stutter, and follow-up individual interviews with 15 students, revealed how these students manage their social identities from enrolment through to graduation. Only a minority of students reported ever formally disclosing their functional impairment to university support services or academic staff. This meant they rejected and/or avoided the disability label and associated stigma. The students were found to exercise a high degree of individual agency and creativity throughout their university journey. Many employed ‘concessional bargaining’ techniques to effectively navigate the oral assessment requirements during their degrees. Analysis of the interview and survey data is interspersed with critical self-reflection by the author – as a university lecturer who himself stutters. This thesis makes a significant contribution to shaping our understanding of the social identities and trajectories of university students who stutter. These students have been recast as positive, purposeful, resourceful and creative agents whose actions can be largely understood from a social model of disability. A series of recommendations for supporting and teaching these students are made to key stakeholders in higher education.
- Description: Doctor of Philosophy
- Authors: Meredith, Grant
- Date: 2019
- Type: Text , Thesis , PhD
- Full Text:
- Description: Previous social research focused on people who stutter has problematised and largely ignored the experiences of university students who stutter, relying heavily upon surveys of teachers and peers while almost ignoring the authentic voices of students who stutter. Using a novel bricolage approach incorporating autoethnography, this project posed the question: “How do students who stutter negotiate their university experiences in Australia?” In 2008, a unique, web-based audit of 39 Australian public universities concluded that little publicly accessible information about stuttering support services was available for prospective university students. In many ways, stuttering is absent from disability classifications and service systems in higher education. An online survey of 102 Australian university students who stutter, and follow-up individual interviews with 15 students, revealed how these students manage their social identities from enrolment through to graduation. Only a minority of students reported ever formally disclosing their functional impairment to university support services or academic staff. This meant they rejected and/or avoided the disability label and associated stigma. The students were found to exercise a high degree of individual agency and creativity throughout their university journey. Many employed ‘concessional bargaining’ techniques to effectively navigate the oral assessment requirements during their degrees. Analysis of the interview and survey data is interspersed with critical self-reflection by the author – as a university lecturer who himself stutters. This thesis makes a significant contribution to shaping our understanding of the social identities and trajectories of university students who stutter. These students have been recast as positive, purposeful, resourceful and creative agents whose actions can be largely understood from a social model of disability. A series of recommendations for supporting and teaching these students are made to key stakeholders in higher education.
- Description: Doctor of Philosophy
The making and placing of a personal view : Questions of place
- Authors: Farago, Anna
- Date: 2019
- Type: Text , Thesis , Masters
- Full Text:
- Description: The Making and Placing of a Personal View: Questions of Place uses various making methods to explore both the artist’s and others personal connection to place. The research investigates the intersection of memory, identity, and place. Memory is what informs personal history and collective futures. Identity, for the artist is as daughter, sister, mother, wife, friend, crafter, artist, woman and now widow. For others involved in the research, it is as Indigenous Elders, rangers and locals connected to specific sites. Place as which grounds and locates memories and landscapes that preoccupy the creative works. Memory and identity is explored materially through making, connecting art to place using craft’s historical connection with domestic and natural environments. Using the postmodern feminist geography of Doreen Massey, place is a site of flow and routes, rather than origins and roots. The relation between art and Massey’s notion of place is investigated as sympathetic to craft as a feminine epistemology. The creative work created comprises of four large textile patchworks, a series of small embroideries, and a pair of gouache paintings. The making of three large patchwork banner works were informed by conversational interviews conducted with Indigenous and non-Indigenous rangers. The banner works were installed for the duration of a weekend in Darebin Parklands in Alphington, Victoria in 2016 and at Pigeon House Mountain Didthul, Morton National Park, NSW in 2017. Performative and documentation photographs and videos were created in response to these installations. In addition a hand-stitched patchwork was slowly constructed over a year of grief and then used as a cloak and protective cloth in directed performative photos shot in the garden and on the roof of the artist’s home.
- Description: Masters by Research
- Authors: Farago, Anna
- Date: 2019
- Type: Text , Thesis , Masters
- Full Text:
- Description: The Making and Placing of a Personal View: Questions of Place uses various making methods to explore both the artist’s and others personal connection to place. The research investigates the intersection of memory, identity, and place. Memory is what informs personal history and collective futures. Identity, for the artist is as daughter, sister, mother, wife, friend, crafter, artist, woman and now widow. For others involved in the research, it is as Indigenous Elders, rangers and locals connected to specific sites. Place as which grounds and locates memories and landscapes that preoccupy the creative works. Memory and identity is explored materially through making, connecting art to place using craft’s historical connection with domestic and natural environments. Using the postmodern feminist geography of Doreen Massey, place is a site of flow and routes, rather than origins and roots. The relation between art and Massey’s notion of place is investigated as sympathetic to craft as a feminine epistemology. The creative work created comprises of four large textile patchworks, a series of small embroideries, and a pair of gouache paintings. The making of three large patchwork banner works were informed by conversational interviews conducted with Indigenous and non-Indigenous rangers. The banner works were installed for the duration of a weekend in Darebin Parklands in Alphington, Victoria in 2016 and at Pigeon House Mountain Didthul, Morton National Park, NSW in 2017. Performative and documentation photographs and videos were created in response to these installations. In addition a hand-stitched patchwork was slowly constructed over a year of grief and then used as a cloak and protective cloth in directed performative photos shot in the garden and on the roof of the artist’s home.
- Description: Masters by Research
Stay or go? Young people’s agency and mobility in and out of small towns
- Authors: Parkin, Ember
- Date: 2018
- Type: Text , Thesis , PhD
- Full Text:
- Description: This doctoral thesis examines young people’s place attachments in two small Victorian towns. This qualitative ethnographic study uses auto-driven photo-elicitation to understand young people’s sense of place and futures in their home towns of Castlemaine and Maryborough. These case study towns are of a similar size, geography and heritage fabric. However, they are home to starkly different social indicators and economic policy contexts. The study seeks to understand how the cultural features of small towns affect young people’s place attachment and also how place relationships might subsequently affect young people’s sense of futures through their desired and intended locations and aspirations. To achieve this, the thesis explores young people’s social constructions of place. The photoelicitation method enables close attention to be paid to young people’s engagement with their home towns. This thesis argues that agency or lack of agency is a significant factor in strengthening or diminishing young people’s place attachments. Previous research suggests that one result of place attachment is that people will seek to remain being in a place. For young people in this study there appears to be an inverse relationship. Young people who had a broad and holistic sense of place engagement and attachment also had a broad sense of future possibilities and thus, intended to leave their home towns in pursuit of personal growth and education. Whereas young people who had a more limited sense of attachment or engagement had a narrower sense of future possibilities and were less likely to desire to leave their home town. The study contributes to knowledge about the ways in which place engagement can affect young people’s social and physical mobility.
- Description: Doctor of Philosophy
- Authors: Parkin, Ember
- Date: 2018
- Type: Text , Thesis , PhD
- Full Text:
- Description: This doctoral thesis examines young people’s place attachments in two small Victorian towns. This qualitative ethnographic study uses auto-driven photo-elicitation to understand young people’s sense of place and futures in their home towns of Castlemaine and Maryborough. These case study towns are of a similar size, geography and heritage fabric. However, they are home to starkly different social indicators and economic policy contexts. The study seeks to understand how the cultural features of small towns affect young people’s place attachment and also how place relationships might subsequently affect young people’s sense of futures through their desired and intended locations and aspirations. To achieve this, the thesis explores young people’s social constructions of place. The photoelicitation method enables close attention to be paid to young people’s engagement with their home towns. This thesis argues that agency or lack of agency is a significant factor in strengthening or diminishing young people’s place attachments. Previous research suggests that one result of place attachment is that people will seek to remain being in a place. For young people in this study there appears to be an inverse relationship. Young people who had a broad and holistic sense of place engagement and attachment also had a broad sense of future possibilities and thus, intended to leave their home towns in pursuit of personal growth and education. Whereas young people who had a more limited sense of attachment or engagement had a narrower sense of future possibilities and were less likely to desire to leave their home town. The study contributes to knowledge about the ways in which place engagement can affect young people’s social and physical mobility.
- Description: Doctor of Philosophy
Conservation, agriculture, sustainable, development and strong communities
- Authors: Martin, Jennifer
- Date: 2020
- Type: Text , Conference paper
- Relation: Strategies for the promotion of conservation agriculture in Central Asia, Proceedings of the International Conference, Tashkent, Uzbekistan, 5–7 September 2018 p. 278-287
- Full Text:
- Reviewed:
- Description: Four decades have passed since the introduction of Conservation Agriculture research and development. We also mark forty years since the introduction of the Declaration of Alma-Ata at the International Conference on Primary Health Care, Alma-Ata, Kazakhstan, 6–12 September 1978. Furthermore, of significance to the future development of sustainable agriculture practices and healthy communities, is the introduction of the United Nations Sustainable Development Goals in January 2016. These follow on from the Millennium Development goals that will guide the United Nations Development Program policy and development unti l 2030. An Australian case study on Conservation Agriculture is presented examining the relationship between Conservation Agriculture, health and wellbeing and sustainable development. It is argued that an ecosystems approach is useful for strategic sustainable development to understand the connectedness and inter-relationship between climate change agricultural practices, sense of place, identity, health and wellbeing. Community development processes can assist to build strong communities through collaboration between farmers, farmer organizations, local experts, and national and regional public and private institutions.
- Authors: Martin, Jennifer
- Date: 2020
- Type: Text , Conference paper
- Relation: Strategies for the promotion of conservation agriculture in Central Asia, Proceedings of the International Conference, Tashkent, Uzbekistan, 5–7 September 2018 p. 278-287
- Full Text:
- Reviewed:
- Description: Four decades have passed since the introduction of Conservation Agriculture research and development. We also mark forty years since the introduction of the Declaration of Alma-Ata at the International Conference on Primary Health Care, Alma-Ata, Kazakhstan, 6–12 September 1978. Furthermore, of significance to the future development of sustainable agriculture practices and healthy communities, is the introduction of the United Nations Sustainable Development Goals in January 2016. These follow on from the Millennium Development goals that will guide the United Nations Development Program policy and development unti l 2030. An Australian case study on Conservation Agriculture is presented examining the relationship between Conservation Agriculture, health and wellbeing and sustainable development. It is argued that an ecosystems approach is useful for strategic sustainable development to understand the connectedness and inter-relationship between climate change agricultural practices, sense of place, identity, health and wellbeing. Community development processes can assist to build strong communities through collaboration between farmers, farmer organizations, local experts, and national and regional public and private institutions.
It is a never-ending journey: Learning to become a facilitator in physical education teacher education collaborative practices
- Vidoni, Carla, Hunuk, Deniz, Gonçalves, Luiza
- Authors: Vidoni, Carla , Hunuk, Deniz , Gonçalves, Luiza
- Date: 2022
- Type: Text , Journal article
- Relation: Movimento Vol. 28, no. (12/15 2022), p.
- Full Text:
- Reviewed:
- Description: The purpose of this study was to analyze the contribution of collaborative reflection to individual and collective processes of learning how to become a facilitator in Physical Education teacher education (PETE). Collaborative self-study of teacher education practices (S-STEP) was used as methodology. Participants were three teacher educators from Brazil, Turkey, and the USA. Group meetings, individuals' memory work, field notes, and reflective journals were the data sources. Data were collaboratively analyzed by using constant comparative content analysis. Results were organized in two themes: (a) Challenges and opportunities to become facilitators; (b) Self-study: the rise of new insights; which represented their pathways to become facilitators in PETE programs. This self-study process challenged the understanding of the process of becoming a facilitator and demonstrated that this process is a never-ending journey in which teacher educators' careers are continuously shaped and redefined.
- Authors: Vidoni, Carla , Hunuk, Deniz , Gonçalves, Luiza
- Date: 2022
- Type: Text , Journal article
- Relation: Movimento Vol. 28, no. (12/15 2022), p.
- Full Text:
- Reviewed:
- Description: The purpose of this study was to analyze the contribution of collaborative reflection to individual and collective processes of learning how to become a facilitator in Physical Education teacher education (PETE). Collaborative self-study of teacher education practices (S-STEP) was used as methodology. Participants were three teacher educators from Brazil, Turkey, and the USA. Group meetings, individuals' memory work, field notes, and reflective journals were the data sources. Data were collaboratively analyzed by using constant comparative content analysis. Results were organized in two themes: (a) Challenges and opportunities to become facilitators; (b) Self-study: the rise of new insights; which represented their pathways to become facilitators in PETE programs. This self-study process challenged the understanding of the process of becoming a facilitator and demonstrated that this process is a never-ending journey in which teacher educators' careers are continuously shaped and redefined.
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